Description
There is an urgency in the United States to increase the number of skilled workers and to significantly increase the completion of degrees by 2020. Since the early 1900s, the community college system has educated more than 40% of students in higher education; however, the mission and the demographics the community college system serves has drastically changed. Over the past 20 years, there has been a steady increase of nontraditional students on college campuses with miniscule efforts made in higher education to support their success. The primary goal of the community college system is to educate and train students to be viable assets in the workforce and to provide opportunities for economic and social mobility. With the large number of nontraditional students (who are complex in nature) enrolling in college, the community college system must find a way to build student support services, specifically career services that will help them reach their ultimate goal in choosing a career and providing financial stability for themselves and their families. Using the conceptual framework of Super’s (1980) self-concept and lifespan development theory, this phenomenological study employed individual interviews with nontraditional students currently enrolled in a Southern California community college district and a focus group comprised of higher education professionals who have experience working with nontraditional students through the career development process. The study examined the following research questions: What salient factors influence career decision making for nontraditional community college students? What process do nontraditional community college students experience as they prepare for their future career? What role do career services and career counseling in community colleges play in providing resources for nontraditional students to help inform their decisions on selecting a future career choice? Research findings can be used to provide recommendations on how to alleviate barriers and challenges that may exist for nontraditional students through the career development process and to create a baseline foundation of career development support for California’s community colleges.
